. 2012 Dec 5;87(6):972–978. doi: 10.4269/ajtmh.2012.12-0375

Table 3.

Recommendations for studies using preventive educational videos targeting infectious diseases in schoolchildren

Study design: We recommend a randomized control trial (RCT) design where appropriate because RCTs are considered the most robust form of evidence. For community and school-based interventions, a cluster randomized design is preferred because it limits contamination, simplifies the logistics of the field work, and measures direct and indirect effects of the intervention. However, for interventions targeting persons, an individual RCT is recommended. The RCTs, including cluster randomized trials, have to be rigorously planned, implemented, and reported.

Study preparation: The study has to be carefully planned and designed, including the incorporation of sample size calculations to assess the minimal sample size required. We highly recommend including local authorities in the project-planning phase. Before study commencement, informed consent has to be obtained from parents/legal guardians, teachers, and the schools. Because teachers are crucial for the smooth implementation of the project, they should be trained for their tasks in a dedicated workshop.

Development of an educational package including the video: The educational video should be produced professionally; hiring a professional audio-visual company and an experienced scriptwriter are essential. The costs for a professionally produced video can be considerable and have to be budgeted carefully. Sub-contracting future professionals at educational institutions (e.g., film school) or engaging the local community as protagonists can reduce the production costs significantly. Incorporating the key messages in an entertaining, engaging narrative can prove popular and effective in schoolchildren and adults. Ideally, the educational material should be developed locally to account for cultural differences. In any case, involvement of the local community and the target group during the production of the video and its pre-testing in the study area are crucial. The video should be implemented as a teaching aid, not a teaching substitute, and should be combined with other teaching methods such as class discussions or role plays.²⁴,²⁵

Video content: The video should incorporate instructional messages into a real-life situation displaying correct behavior rather than depicting a stand-alone instructional message. The knowledge can be integrated into an entertaining narrative, thereby informing and entertaining at the same time. Behavioral theories²⁷,²⁹ and our own field experiences support these recommendations. Purely instructional messages can be delivered by the teacher, whereas real-life situations require audio-visual media and have the advantage that students can identify with the displayed situation, which encourages behavior change.

Monitoring and evaluation: For quality control purposes, it is essential that the implementation of the video and teaching activities be closely monitored during the intervention. For assessment of changes in knowledge, attitudes, and behavior practices after the intervention, standardized assessment tools in the form of questionnaires can be used. However, because our personal observations have shown that self-reported behavior and actual behavior differ considerably, we recommend carrying out direct behavior observations using a simple standardized form.

Reporting: All procedures and results of the study should be rigorously reported adhering to Consolidated Standards of Reporting Trials guidelines²⁶ to contribute to an evidence base for video-based interventions and to enable researchers to extract essential information for future trial design purposes.